Didactique et enseignement musical: l'épistémologie pratique

Abstract

This article compares different points of view on the notion of didactics in music teaching in France and Switzerland, both in schools and in conservatories. Firstly, the meanings and forms that this notion can take in our two countries are to be clarified, in particular regarding about the epistemology of practice of music teachers. Secondly, we describe how the observation of the practical epistemology of a swiss generalist teacher when teaching music in a primary class can inform didactic research. A systematic analysis of her discourse following a simple self-confrontation interview is proposed. In the third part, our discussion focuses on the contribution of the epistemology of practice as a resource for pedagogical content knowledge in the field of music education.